(2007). Understanding Gender Identity in K-12 Schools. Journal of Gay & Lesbian Issues in Education, v4 n4 p119-129. Educators concerned with diversity, equity, and human rights in schools share their personal and professional narratives as impetus for developing suggestions and strategies designed to help teachers, students, and administrators deepen their understandings of gender identity educational issues in an effort to support transitioning teachers in K-12 schools. (Contains 6 notes.)… [Direct]
(2007). The Right to Education: Are We Facing the Challenges?. Educational Research and Reviews, v2 n8 p198-208 Aug. The Constitution provides the ground rules to create obligations on the state and to transform the education system by introducing human rights in line with the best developed democracies. This article is not about state-compelled school attendance, but rather the observe: the right to attend school. So while the right to attend school is part of the answer, it is far from the whole answer to the question of the right to education. Is it in the best interest of the child if there are still many corrupt practices in the public school sector? Whose rights are we talking about- those of the child or his or her parents? The mere fact that enforcement mechanisms is not an effective tool of measuring the exercise of the right in education. The article first sets out the constitutional framework in South Africa so far as it bears on the right to education, including whether a constitutional right to education can be implied by the Bill of Rights. It will then probe the extent to which… [PDF]
(2002). Understanding the Role of an International Convention on the Human Rights of People with Disabilities: An Analysis of the Legal, Social, and Practical Implications for Policy Makers and Disability and Human Rights Advocates in the United States. White Paper. This White Paper by the National Council on Disability urges the support and participation of American policymakers and organizations representing people with disabilities in the drafting of an international human rights treaty specifically addressing the rights of people with disabilities. Following an executive summary and an introductory section, the first section provides background information on disability law in the United States and human rights for people with disabilities within the international human rights system. The fourth section offers suggestions for addressing the human rights of people with disabilities in sections urging a paradigm shift in which "needs" become rights and discussion of universality and international human rights law. The fifth section proposes an international convention on the rights of people with disabilities with discussion of transformative participation in an international human rights treaty-making process, promoting… [PDF]
(1981). Free Flow of Human Rights Information: The Need for a Systematic Communications Network. International Social Science Journal, v33 n1 p72-81. Proposes creation of a human rights international documentation system which would be under the jurisdiction of an international organization (probably the United Nations) and which would facilitate and link current and future activities directed towards collection, storage, and retrieval of human rights information. (Author/DB)…
(2013). North Korean Aesthetic Theory: Aesthetics, Beauty, and "Man". Journal of Aesthetic Education, v47 n1 p104-110 Spr. Aesthetics is not a subject usually associated with North Korea in Western scholarship, the usual tropes being autocracy, counterfeiting, drugs, human-rights abuse, famine, nuclear weapons, party-military dictatorship, Stalinism, and totalitarianism. Where the arts are concerned, they are typically seen as crude political propaganda. One British museum specialist writes that North Korean visual art is an "art under control," and one Russian historian insists that North Korean literature is devoid of the "beauty of language." As the short turns of phrase and value judgments indicate, there has been no real attempt in English to engage the North Korean aesthetic on descriptive terms. Through a reading of "Art Treatise," a collaborative work officially credited to leader Kim Jong Il, this essay descriptively identifies special problems of aesthetics, beauty, and "man" in North Korean aesthetic doctrine, which is derived from the nationalist… [Direct]
(1981). Economic and Political Theories of Organization: The Case of Human Rights INGOs. This paper reviews research on international nongovernmental organizations dealing with human rights (INGOs), and interprets this research in light of the overlap of the fields of organizational theory (including group theory) and human rights. The purpose is to contribute toward a useful exchange between social scientists who seek to explain organizational behavior and scholars who seek to understand, explain, and/or improve international nongovernmental human rights activity. The discussion focuses on five major topics: (1) an overview of the nature and activities of five INGOs (Amnesty International, International Confederation of Free Trade Unions, International League for Human Rights, Women's International League for Peace and Freedom, and the World Peace Council) and an introduction to various theories of organization; (2) consideration of group theory, with emphasis on the work of David Truman: (3) analysis of political approaches to organization, based particularly on…
(2010). Special Education in Turkey. Online Submission, US-China Education Review v7 n4 p94-100 Apr. The quality and the prevalence of education are the major indicators of the development of a society. It is a kind of human right to every person living in the society to be educated in a sufficient way. The education of the disabled people, a social reality in Turkey, is not sufficiently carried out. This paper aims at the education of the disabled people in Turkey. In order to mention about the education of the disabled people, this paper also mentions about the general characteristics of the disabled. The service of special education has not reached all the disabled, and the disabled and their families are not aware of the importance of the education. Only 90 thousand out of over one million disabled children receive the education. Disabled children continue their training in five groups: the sight impaired, the hearing impaired, the orthopedic impaired, the mentally impaired and children with long-term illness. Raising awareness is very important for all of the Turkish people. So… [PDF]
(2010). Developing Inclusive Policy and Practice in Diverse Contexts: A South African Experience. School Psychology International, v31 n6 p631-643 Dec. Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of "apartheid". Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author's… [Direct]
(2010). Evaluating Training Cascade: A Methodology and Case Study. Educational Research and Reviews, v5 n2 p64-77 Feb. Training has increasingly turned into an important NGO tool for rural development in Asia and Africa. Such a use has made it essential to assess the impact of these training sessions. Again a good portion of these sessions are offered through cascades. There has been skepticism on the effectiveness of this mechanism. In response to the above need and skepticism, the paper assessed the effectiveness of training and the cascade under the Human rights and legal education (HRLE) program of Bangladesh Rural Advancement Committee. A theoretical framework was developed and used for the assessment. The findings in a nutshell indicate that the training sessions considerably added not only to the knowledge of the trainees but also to their skill in conducting training. The knowledge and skill were successfully transferred from one level to the next training within the cascade. Above all, trainees develop an attitude to implement the knowledge and did that in the opportunities they received…. [PDF]
(2010). Gendered Inequity in Society and the Academy: Policy Initiatives, Economic Realities and Legal Constraints. Forum on Public Policy Online, v2010 n2. Of all the social constructs impacting the contemporary world, gender is perhaps the most pervasive and the most insidious. Its inequities creep into our everyday lives with impunity. Across the globe, gender construction has evoked challenge, undergone reform and, in some instances, transformed thinking in societies. Yet, for all the gains made by the international community and all the rights women have managed to claim, there is lingering paralysis in societal efforts to close the gender gap and view women's rights as human rights. Even more disturbing is the fact that the academy, despite its reservoir of intellectual potential to create space for feminist transformations, proceeds at a visibly lethargic pace towards this end. Research on gender inequity has consistently focused on variations in income, employment opportunities, and other resources between men and women. But little attention has been paid to those societal forces that sustain gendered inequity, namely policy… [PDF] [Direct]
(1989). Human Rights Resource Catalogue. This document provides information about 25 programs/brochures which focus on human rights topics. Specific topics include: (1) counselor preparation; (2) multicultural awareness; (3) abuse and neglect; (4) Acquired Immune Deficiency Syndrome; (5) self-awareness; (6) human rights awareness and human rights of students; (7) cultural diversity; (8) parent/adolescent mediation; (9) corporal punishment in public schools; (10) refusal skills; (11) dropout prevention; (12) new immigrants; (13) substance abuse; (14) teenage pregnancy; (15) delinquency; (16) elimination/reduction of stereotyping or discrimination; and (17) single parenting. Intended audiences include community, counselors, counselor educators, students, parents, prospective counselors, public officials, school personnel, staff, and teachers. Programs are indexed according to program areas and intended audience. Each entry lists the school counseling association; a submitter name, address, and phone number; program name;…
(2021). The Learning Experience of a Visually Impaired Learner Regarding Emergency Blended Teaching and Learning at a Higher Education Institution. Perspectives in Education, v39 n1 p340-352. Disability or impairment in general does not deprive one of the rights to basic human needs and care. However, often people with disabilities encounter barriers such as unfriendly infrastructure to access basic services such as education and health care. In this paper the authors explore the experiences of learners with visual impairment on the implementation of blended learning to thwart the challenges of COVID-19 in institutions of higher education. This narrative case study employed a telephonic semistructured interview guide to collect data on a visually impaired learner enrolled with the University of Eswatini (UNESWA). There were two research questions that the study sought answers for: what was the learning experience of a visually impaired learner regarding blended learning during COVID-19? And, how did a visually impaired learner cope academically during the emergency blended learning and teaching? The study found the following: a) incompatible devices; b) poor internet… [Direct]
(1973). Re-Education for Human Rights. NJEA Review, 46, 9, 30, May 73. Article cites the need for teachers to be re-educated for Human Rights. (GB)…
(2010). Competences for Learning to Learn and Active Citizenship: Different Currencies or Two Sides of the Same Coin?. European Journal of Education, v45 n1 p121-137 Mar. In the context of the European Union Framework of Key Competences and the need to develop indicators for European Union member states to measure progress made towards the \knowledge economy\ and \greater social cohesion\ both the learning to learn and the active citizenship competences have been highlighted. However, what have yet to be discussed are the links and the overlaps between these two competences. Based on the development of research projects on these two fields, this article will compare the two sets of competences, both qualitatively and quantitatively. It will describe how the values and dispositions that motivate and inform active citizenship and learning to learn are related to each other, both empirically and theoretically. Both these competences are tools for empowering individuals and giving them the motivation and autonomy to control their own lives beyond the social circumstances in which they find themselves. In the case of active citizenship, the ability to be… [Direct]
(2001). Eleanor Roosevelt and the Declaration of Human Rights: A Simulation Activity. OAH Magazine of History, v15 n3 p35-36 Spr. Provides a brief background on Eleanor Roosevelt and the Declaration of Human Rights. Presents a lesson wherein students simulate the creation of the Declaration of Human Rights and consider the leadership skills of Eleanor Roosevelt. Explains that the activity requires three class periods and some student preparation before the lesson. (CMK)…